This article critically analyzes the evolving role of International Non-Governmental Organizations (INGOs) in supporting Afghanistan’s education and health systems between 2020 and 2025, with an emphasis on lessons for inclusive education development. Operating amid severe political instability, humanitarian crises, and shifting governance structures, INGOs have remained central to sustaining essential services for vulnerable populations. The study examines how these organizations have adapted their operational strategies to address access, equity, and quality through service delivery, institutional capacity building, policy advocacy, and community-based engagement. Drawing on recent empirical data and relevant scholarly literature, the article assesses the extent to which INGO interventions have contributed to system resilience, particularly for marginalized groups such as girls, children with disabilities, and rural communities. While notable achievements are identified, including continuity of basic services and localized innovation, persistent challenges—such as funding constraints, security risks, and limitations on inclusive participation—are also highlighted. Based on this analysis, the article offers practical recommendations aimed at strengthening inclusive and sustainable education frameworks in fragile and post-conflict settings. Ultimately, the study seeks to distill transferable insights that can inform global policy and practice in advancing comprehensive inclusive education under crisis conditions.

Overall, INGO experiences in Afghanistan offer vital lessons for inclusive education in crises.